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ORCIDBritish Journal of Educational Technology (BJET), Volume 36
Volume 36, Number 1, January 2005
- Nick Rushby
:
Editorial. 3-4
- Patricia K. Gilbert, Nada Dabbagh:
How to structure online discussions for meaningful discourse: a case study. 5-18 - Colin Baskin, Michelle Barker, Peter Woods:
When group work leaves the classroom does group skills development also go out the window? 19-31 - Mary Malcolm:
The exercise of the object: issues in resource reusability and reuse. 33-41 - Jia-Jiunn Lo, Pai-Chuan Shu:
Identification of learning styles online by observing learners' browsing behaviour through a neural network. 43-55 - John Trushell, Amanda Maitland:
Primary pupils' recall of interactive storybooks on CD-ROM: inconsiderate interactive features and forgetting. 57-66 - Renata Phelps, Stewart Hase, Allan Ellis:
Competency, capability, complexity and computers: exploring a new model for conceptualising end-user computer education. 67-84 - Kate J. Garland, Jan Noyes:
Attitudes and confidence towards computers and books as learning tools: a cross-sectional study of student cohorts. 85-91
- Rolf Reber:
Assessing motivational factors in educational technology: the case of building a web site as course assignment. 93-95 - Chin-Chung Tsai, Shih-Chyueh Chuang:
The correlation between epistemological beliefs and preferences toward Internet-based learning environments. 97-100 - Holly Glenzer:
Living learning theory through My Fair Lady. 101-105 - Francisco J. Cabrero, María José Rodríguez-Conde, Juan A. Juanes Méndez, A. Cabrero:
Teaching of the physical and technical bases of imaging diagnosis using a multimedia application (Macromedia Director): the opinion of the students. 107-109
- Jan van Bruggen:
Theory and practice of online learning. 111-112 - Norm Friesen:
Learning through experience. 112-113 - Eric Deeson, Mike Johnson:
Technology education. 113-114 - Christoph Richter, Heidrun Allert:
Lifelong learning in action. 114-115 - John Cowan:
Learning online. 115-116 - Sanjaya Mishra:
Developing innovation in online learning. 116-117 - Jeroen J. G. van Merriënboer:
The design way. 117-118 - Roger Lindsay:
Real learning. 117 - David Hawkridge:
Doing educational research. 118-119 - Robyn Smyth:
What is curriculum theory? 119 - Lewis Elton:
Reconsidering science learning. 120
Volume 36, Number 2, March 2005
- Nick Rushby:
Editorial. 135-136
- Paul Gorsky, Avner Caspi:
Dialogue: a theoretical framework for distance education instructional systems. 137-144 - Lydia Plowman, Christine Stephen:
Children, play, and computers in pre-school education. 145-157 - David Hung, Tan Seng Chee, John G. Hedberg, Thiam Seng Koh:
A framework for fostering a community of practice: scaffolding learners through an evolving continuum. 159-176 - Sherria L. Hoskins, Johanna C. Van Hooff:
Motivation and ability: which students use online learning and what influence does it have on their achievement? 177-192 - Youngmin Lee, David W. Nelson:
Viewing or visualising - which concept map strategy works best on problem-solving performance? 193-203 - Geoff Foster:
User dyads in software testing: bypassing the need for expert observers. 205-216 - Fernando Alonso, Genoveva López Gómez, Daniel Manrique, José M. Viñes:
An instructional model for web-based e-learning education with a blended learning process approach. 217-235 - Waiman Cheung, Wayne Huang:
Proposing a framework to assess Internet usage in university education: an empirical investigation from a student's perspective. 237-253 - Andrew D. Madden, Nigel Ford, David Miller, Philippa Levy:
Using the Internet in teaching: the views of practitioners (A survey of the views of secondary school teachers in Sheffield, UK). 255-280 - Paul Brett, Jas Nagra:
An investigation into students' use of a computer-based social learning space: lessons for facilitating collaborative approaches to learning. 281-292 - Kieron Sheehy:
Morphing images: a potential tool for teaching word recognition to children with severe learning difficulties. 293-301 - Gölge Seferoglu:
Improving students' pronunciation through accent reduction software. 303-316 - Sinan Olkun, Arif Altun, Glenn Gordon Smith:
Computers and 2D geometric learning of Turkish fourth and fifth graders. 317-326
- Daniel W. Surry, David C. Ensminger, Melissa Haab:
A model for integrating instructional technology into higher education. 327-329 - William Sugar, Frank Crawley, Bethann Fine:
Critiquing Theory of Planned Behaviour as a method to assess teachers' technology integration attitudes. 331-334 - Laura Minasian-Batmanian:
An innovative, interactive, self-instructional, online alternative to replace a face-to-face respiratory control practical. 335-337 - Juliette D. G. Goldman, Geraldine Torrisi-Steele:
Pedagogies for teaching about puberty on CD-ROM for student-teachers. 339-343
- James De Winter:
Teaching secondary science with ICT. 345-346 - Giuliana Dettori:
Information and communications technology in primary schools. 345 - Cher Ping:
Motivating students to learn. 346-347 - Stephen Bostock:
Powerful learning environments. 347-348 - Judy Clark:
Teachers' professional development and the elementary mathematics classroom. 347 - James Hartley:
IssueWeb. 348-349 - Eric Deeson:
Teaching the national ICT strategy. 349-350 - Jo Parry:
Making formative assessment work. 350-351 - Nick Rushby:
Learning and teaching for business. 351 - Jan Seabrook:
E-learning strategies: how to get implementation and delivery right first time. 352-353 - Colin Latchem:
Computers and education. 352 - Roger Lindsay:
Doing quantitative research in education with SPSS. 353-354 - Nancy A. George:
Planning and management in distance education. 354 - Robyn Smyth:
Studying at a distance. 355
Volume 36, Number 3, May 2005
- Nick Rushby:
Editorial: Where are the new paradigms? 359-360
- Gabriel Jacobs, Barry Ip:
Ring fenced research: the case of computer-assisted learning in health sciences. 361-377 - Muthukumar, John G. Hedberg:
A knowledge management technology architecture for educational research organisations: Scaffolding research projects and workflow processing. 379-395 - Marie Martin:
Seeing is believing: the role of videoconferencing in distance learning. 397-405 - Alex Koohang, James Ondracek:
Users' views about the usability of digital libraries. 407-423 - Liam Murray, Tríona Hourigan, Catherine Jeanneau, Dominic Chappell:
Netskills and the current state of beliefs and practices in student learning: an assessment and recommendations. 425-438 - Michele D. Dickey:
Three-dimensional virtual worlds and distance learning: two case studies of Active Worlds as a medium for distance education. 439-451 - Daisy Mwanza, Yrjö Engeström:
Managing content in e-learning environments. 453-463 - Ard W. Lazonder:
Do two heads search better than one? Effects of student collaboration on web search behaviour and search outcomes. 465-475 - Bruce Christie, Jenny Collyer:
Audiences' judgements of speakers who use multimedia as a presentation aid: a contribution to training and assessment. 477-499 - Fiona Concannon, Antoinette Flynn, Mark John Campbell:
What campus-based students think about the quality and benefits of e-learning. 501-512 - Gloria J. McVay, Kimberlee D. Snyder, Kenneth A. Graetz:
Evolution of a laptop university: a case study. 513-524 - Elizabeth Murphy:
Issues in the adoption of broadband-enabled learning. 525-536 - Hui-Jen Yang, Yun-Long Lay:
Implementation and evaluation of computer-aided Mandarin phonemes training system for hearing-impaired students. 537-551
- Gordon Burt:
Strong statements about weak relationships: a comment on Richardson (2003). 553-554 - John T. E. Richardson:
Weak statements about strong relationships: a reply to Burt. 555-557 - Joseph S. Fulda:
The ethical limitations of online grading systems. 559-561 - Peter Kokol, Marko Kokol, Dejan Dinevski:
Teaching evolution using visual simulations. 563-566 - Carol Savill-Smith:
The use of palmtop computers for learning: a review of the literature. 567-568 - Sanjaya Mishra:
Learning from the online learners. 569-574
- Paul Kirchner:
Arguing to learn. 575-576 - John Cowan:
ICT - Integrating computers in teaching. 576-577 - Giuliana Dettori:
Una mirada psicoeducativa a los valores. 577 - James Hartley:
Small group teaching. 577-578 - Mike Johnson:
The Aalborg PBL model. 578-579 - Robyn Smyth:
Teaching and learning with technology. 579 - Sanjaya Mishra:
Research methods in the social sciences. 579-580 - Richard E. Ferdig:
Humanizing information technology. 580-581
Volume 36, Number 4, July 2005
- Maggie McPherson:
Developing innovation in e-learning: lessons to be learned. 585-586
- Ian Harwood:
When summative computer-aided assessments go wrong: disaster recovery after a major failure. 587-597 - Carmel McNaught, Paul Lam:
Building an evaluation culture and evidence base for e-learning in three Hong Kong universities. 599-614 - Alison Davies, Jill Ramsay, Helen Lindfield, John Couperthwaite:
Building learning communities: foundations for good practice. 615-628 - Lou McGill, David J. Nicol, Allison Littlejohn, Hilary J. Grierson, Neal P. Juster, William J. Ion:
Creating an information-rich learning environment to enhance design student learning: challenges and approaches. 629-642 - Malcolm Bell, Wendy Bell:
It's installed ... now get on with it! Looking beyond the software to the cultural change. 643-656 - Jo Davies, Martin G. Graff:
Performance in e-learning: online participation and student grades. 657-663
- Colin Latchem:
Failure - the key to understanding success. 665-667 - Pete Bridge, Rob M. Appleyard:
System failure: A comparison of electronic and paper-based assignment submission, marking, and feedback. 669-671 - Silvia Dewiyanti, Saskia Brand-Gruwel, Wim M. G. Jochems:
Applying reflection and moderation in an asynchronous computer-supported collaborative learning environment in campus-based higher education. 673-676 - Martin Rich, Clive Holtham:
New technology in learning: a decade's experience in a business school. 677-679 - Iwan G. J. H. Wopereis, Paul A. Kirschner, Fred Paas, Slavi Stoyanov, Maaike Hendriks:
Failure and success factors of educational ICT projects: a group concept mapping approach. 681-684 - Andrew Whitworth:
The politics of virtual learning environments: environmental change, conflict, and e-learning. 685-691
- John Cowan:
Global perspectives on e-learning. 693-694 - Robin Mason:
Quality issues in ICT-based higher education. 694-695 - James Hartley:
Individual preferences in e-learning. 695-696 - Diana Battersby:
Learning together online. 696-697 - Mike Johnson:
Effective practice with e-learning. 697-698 - Judith Christian-Carter:
Integrated e-learning. 698-699 - Eric Deeson:
Online learning. 699-700 - Colin Latchem:
How to be a great online teacher. 700-701 - Eric Deeson:
How to plan and manage an e-learning programme. 701-702 - Mike Johnson:
Learning and teaching with technology. 702-703 - Diane P. Janes:
Learning on the Net. 703-704
Volume 36, Number 5, September 2005
- Nick Rushby:
Editorial. 709-710
- Norman MacKenzie:
Genesis: the Brynmor Jones report. 711-723 - Betty Collis, Anoush Margaryan:
Design criteria for work-based learning: Merrill's First Principles of Instruction expanded. 725-738 - Lynda Lewis, John Trushell, Pat Woods:
Effects of ICT group work on interactions and social acceptance of a primary pupil with Asperger's Syndrome. 739-755 - Petri Nokelainen, Miikka Miettinen, Jaakko Kurhila, Patrik Floréen, Henry Tirri:
A shared document-based annotation tool to support learner-centred collaborative learning. 757-770 - Helen S. Ashton, Cliff E. Beevers, Athol A. Korabinski, Martin A. Youngson:
Investigating the medium effect in computer-aided assessment of school Chemistry and college Computing national examinations. 771-787 - Wei-yuan Zhang, Kirk Perris, Lesley Yeung:
Online tutorial support in open and distance learning: students' perceptions. 789-804 - Robyn Smyth:
Broadband videoconferencing as a tool for learner-centred distance learning in higher education. 805-820 - Chen-Chung Liu, Jia-Hsung Lee:
Prompting conceptual understanding with computer-mediated peer discourse and knowledge acquisition techniques. 821-837 - Alison Davies, Jill Ramsay, Helen Lindfield, John Couperthwaite:
A blended approach to learning: added value and lessons learnt from students' use of computer-based materials for neurological analysis. 839-849 - Kate Wall, Steve Higgins, Heather J. Smith:
'The visual helps me understand the complicated things': pupil views of teaching and learning with interactive whiteboards. 851-867 - Hsueh-Hua Chuang, Marcia Harmon Rosenbusch:
Use of digital video technology in an elementary school foreign language methods course. 869-880 - Peter Hosie, Renato Schibeci:
Checklist and context-bound evaluations of online learning in higher education. 881-895 - James Hartley:
Book reviewing in the BJET: a survey of BJET's referees' and writers' views. 897-905
- Anat Oster:
The effect of introducing computers on children's problem-solving skills in science. 907-909 - She-Sen Guo:
Emphasising pictorial language in cognition. 911-913 - Alan J. Anderson, Allan Ellis:
Desktop video-assisted music teaching and learning: new opportunities for design and delivery. 915-917 - Cynthia Lim:
The use of online forums to support inquiry in a PBL environment: observations from a work-in-progress. 919-921
- James Hartley, Eric Deeson, John Cowan, Judy Clark, Sanjaya Mishra, Anju Relan, Pete Cannell:
Reviews. 923-930
Volume 36, Number 6, November 2005
- Daniel W. Surry:
Editorial. 933-935
- Roberto Joseph, Charles M. Reigeluth:
Formative research on an early stage of the systemic change process in a small school district. 937-956 - Jason Ravitz, Christopher M. Hoadley:
Supporting change and scholarship through review of online resources in professional development settings. 957-974 - Andrew Hannan:
Innovating in higher education: contexts for change in learning technology. 975-985 - Shelley H. Billig, Lorraine Sherry, Bruce Havelock:
Challenge 98: sustaining the work of a regional technology integration initiative. 987-1003 - Stephen T. Kerr:
Why we all want it to work: towards a culturally based model for technology and educational change. 1005-1016 - Michael M. Grant, Steven M. Ross, Weiping Wang, Allison Potter:
Computers on wheels: an alternative to 'each one has one'. 1017-1034 - Gerard Gervedink Nijhuis, Betty A. Collis:
How can academics stay in control? 1035-1049
- Mandie Aaron:
Swinging from a tree: can the process of technological integration be improved using Fault Tree Analysis? 1051-1054 - Michael K. Barbour:
From telematics to web-based: the progression of distance education in Newfoundland and Labrador. 1055-1058 - David C. Ensminger:
Implementation profile inventory: comparing K-12, higher education and business. 1059-1061 - Barry E. Porter:
Time and implementing change. 1063-1065 - Eugene G. Kowch:
Do we plan the journey or read the compass? An argument for preparing educational technologists to lead organisational change. 1067-1070 - Reginald D'Silva, Kenneth Reeder:
Factors that influence faculty members' uptake and continued use of course management systems. 1071-1073
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